Reflection On The GAME Plan Process

Reflecting over the past eight weeks, I am impressed with the abundance of understanding I have acquired. When I look back my GAME plan, I have seen development and learning. I have determined many objectives for myself both in my professional and personal lives, but get "lost" when it comes to accomplishing them. By using the GAME plan, it will grant my students and me to be self-directed learners, by adopting the four steps, (Cennamo, Ross & Ertmer, 2009). I have carried out many parts of my GAME plan but need the beginning of the school year in order to continue on. I am impatient to apply this and to come up with another objective to attain from the NETS standards.

I believe this is very useful to the students, too. They need the skills of being a self-directed learner so they could be successful in the real world. By instructing them the GAME plan, they can implement what they learn now in the future. This can be applied through the practice of Problem Based Learning. Cennamo, Ross, & Ertmer (2009) states that this type of learning has many advantages beyond self-directed learning. They are learning to collaborate with others, application of a broad type of skills and goals/content, understanding transfer, and authentic learning experiences. I have learned that I do not do so much of this type of learning in my classroom. I have some challenges in the way that are set in place by my district, but I am going to discuss these with "the powers that be" and see what I can do to persuade them otherwise. This type of learning is so advantageous to students that I cannot see how they can reject me away!

I would like to employ more technology in my classroom, and this course was able to assist me in choosing the best strategy to implement this. It is sometimes challenging to see the videos with the classrooms filled with a laptop for each student and technology everywhere. I wish I had such richness but I do not. At my school, we have a computer lab for 100+ students to use in common with others. I am hoping to use some of my technology into my classroom. Simple things as cameras are also a good small way to begin. I have thought about asking parents to give away their old digital cameras to the class. It seems as if people are improving their cameras regularly and may be willing to give away their old ones. It is worth a shot. I am also going to sign up for that computer lab as often as possible so that I can integrate technology as much as possible. This is a mini GAME plan I have planned to do as much as I can due to technology with the little that I have to work with. I see the significance of it for learning and living.

References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Assessment and Evaluation. Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Monitoring The Game Plan Progress

This week I began to reflect on the actions I have taken to achieve my goals of integrating technology-based communication and updating my understanding on formative and summative assessments using technology. In order to do this, I have to get used to with a variety of technology tools that grant this access, as well as assessments strategies. Due to the summer break I admittedly could not put as much as I would have liked towards applying this new technology and activity.

I learned that my school would be giving all students with a personal school email which teachers will be able to access and monitor. This assists me with the problems I had about monitoring students’ discussions and posts on the internet. After sharing my goal and concerns in related to using online communicative tools to the administrators at my school, they suggested a book called Net Cettera (OnGuardOnline, n.d.). This book has been very useful for me and has assisted solving some of my problems. In continuing with the safety concerns that I had on these internet tools, I discussed my goal with my administrators and learned that there is a permission slip in place that students get signed at the beginning of the year in order to use these tools. This was relieving because I now know that the parents of my students already have permitted them for these activities. Although I have collected a lot of information through research and colleagues at my school, I got my insightful knowledge from a friend of mine who teach in another country. She has been an excellent resource for achieving my goal and enhancing my technology usage all around. Septy suggested her strategies for using Skype with teachers from abroad, searching real-life scenarios on YouTube and having students post out about them on blogs, and using rubrics to assess their communications. I planned to use VoiceThread to upload different podcasts or scenes and having students working together with each other on different topics. We also agreed that it would be a good idea for me to see her class when she is using these tools. This will give me a first-hand experience with how students react these activities and how to design effective and efficient guidelines and activities with these tools. Thus far I do not feel that I need to change my GAME Plan. On the other hand, I do plan to research more on finding other schools to communicate with abroad. I am still very curious about using Skype, blogs, or even VoiceThread. Is it better to put one student to another student in the corresponding class, like a pen pal program? What is and effective and efficient amount of time needed for students to spend using this tool per week? Are there any good tips or suggestions for designing a common rubric for these activities?

I haven't had as much excitement with my second goal of learning more about assessments and technology combined. I did learned a lot through our class resources this week, especially Chapter 6. I was able to read about the variety types of assessments and how technology can be used with them. Technology can also make collecting, analyzing and reporting data more organized and efficient (Cennamo, Ross, & Ertmer, 2009). I need to work more on this goal. I might also be able to talk with my colleague and ask teachers from other areas how they assess their students with and without technology integration. Has anyone had any suggestion? I don't feel I need to make any changes on my action plan at this time. I am just going to continue to make connections and ask questions.

Any suggestions or recommendations will be greatly appreciated.


References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Assessment and Evaluation. Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

OnGuardOnline. Stop Think Click. (n.d.). Net Cettera, Chatting with Kids About Being Online. Retrieved from: www.onguardonline.gov

Carrying Out My Game Plan

Last week, I shared the NETS-T standards and which ones I believed I needed further improvement on. This week I will start to carry out my GAME Plan by analyzing what resources I need, what additional information I will need, and identifying steps that I have taken so far.

The first NETS performance indicator that I choose is Standard 1- D Facilitate and inspire student learning and creativity: Model collaborative knowledge construction engaging in learning with students, colleagues, and others in face-to-face and virtual environments (ISTE, 2008). To integrate communicative multimedia tools and make sure that they are applied accordingly, I have to research the tools that I would like to use. I decided to start with Skype and VoiceThread. I have background knowledge about both programs. I can use my background knowledge to expand my understanding and skills especially on how to use it for educational purposes since so far I have used them for my personal issues only. Therefore, I have to learn more about these tools and how they can be employed in the classroom. I will also have to get the school internet protocol and discuss with the administrators about any inputs they may have for integrating these tools and sharing with parents. I am sure to get the understanding and materials necessary to carry out my plan. To start using communicative multimedia tools, I have to research and collaborate with my colleague, to plan an activity that integrates these tools. Next, I must contact other professional to analyze which tools are best to do my goal. I will also need to share with other educators in my district to find out who has been using communicative tools, what protocols they have in place, and how they use them. I must also write a reflective journal of my reflections throughout my research, collaboration, and implementation process. To date I have already begun collaborating with the other teachers about using these collaborative tools such as Skype in our classes. I have also got the school safe internet usage policy and found out that it integrate the application of blogs, wikis, and other web 2.0 tools. I have also started discussions with the other teachers and other peers about what tools have been used in the district and how.

The second NETS performance indicator that I choose is Standard 2-D Design and Develop Digital-Age Learning Experience and Assessments: Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching (ISTE, 2008). Materials for figuring out more knowledge about assessment will probably be any information, articles, or reviews I can find online, my colleagues and classmates, and software programs. A friend suggested me a few inputs for the assessment using technology, Examview and aplia.com. I will also want to search on what types of online assessment different schools are employing. To do this, I will need to contact different school and note down the assessment methods that appeal to me.

Technology grants educators the flexibility to empower a wide variety of students regardless of their diverse needs. All students have their opportunities to study and express themselves, in a way that is meaningful to them (Laureate Education, Inc., 2011). Technology gives the chances for students to be creative and express their personal relations to real experiences and situations. I am eagerly looking forward to getting the understanding and confidence to start employing these tools with my students so that I can further help their learning experience. All children can learn and have their own unique gifts, and it is up to the teacher to analyze those gifts and give options and chances that grant them to grow those gifts (Laureate Education, Inc., 2011). Any inputs and suggestions that you can give to me regarding my goals will be appreciated.



References

Laureate Education, Inc. (Executive Producer). (2011) Meeting students’ needs with technology, part 2. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset



International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Developing Personal GAME Plan

This week I had the to chance analyze the International Society for Technology in Education (ISTE) website and paid attention more on National Education Standards for Teachers (NETS). I had an opportunity to assess my skills to meet the various standards and indicators. This encouraged me to select two standards and performance indicators that I would like to improve on most.

The first NETS performance indicator that I choose is Standard 1- D Facilitate and inspire student learning and creativity: Model collaborative knowledge construction engaging in learning with students, colleagues, and others in face-to-face and virtual environments (ISTE, 2008). 

My Goal for this area will be to gather the different technology tools available that encourage students to collaborate with other students across the world. I understand that there are plenty of technology tools available to educators that grant students to take active part in and provide realistic conditions while collaborate with other students virtually. My Action plan is to find out other educators through internet research that have applied similar tools in their lessons and equip myself of what worked best, how they used the different tools, what were the pros and cons of applying these tools, and any other inputs they may have. I also plan to find out professional development workshops on blogging and other collaborative software that will be usefull in developing my knowledge and confidence in applying online communicative tools in my classroom. I will Monitor my action by keeping a record of what I have learned throughout my action plan and based on my reflections throughout the process. This will assist me to analyze what I have learned, what I can apply, how I can apply it, and what else I need to know before I employ it. By monitoring my actions and record my steps and findings, I will also find out whether or not I have improved anything useful from my searches, communications with peers, and workshops and make necessary changes or adjustments to meet my goal. Lastly, I will Evaluate my level of understanding and confidence improved with the various tools and the activity. I will look back at my reflections and ask my colleague for their thoughts on the activity, as well. I will also survey the students and ask them to look back on their experiences employing the communication tools. As I collect the various information, I will reflect and revise as necessary and plan future learning engagements according to the necessary revisions. I will also Extend my understanding of the various tools and my experience with them to other educators.

The second NETS performance indicator that I choose is Standard 2-D Design and Develop Digital-Age Learning Experience and Assessments: Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching (ISTE, 2008). 

My Goal will be to get use to with the various kinds of assessment, especially assessment when working with technology. The Action I take will be to have discussion with other teachers about what the types of assessment tools they employ and why they chose those methods. I would also like to work together with other teachers from different countries to find out their point of view on student assessment when integrating technology and content area learning. I will have to Monitor what I learned by collecting some type of record of different assessment methods. Finally, I would Evaluate my learning by actually employing some of these strategies and reflecting on the results.

I am confident that with this GAME Plan, I will make significant understanding towards developing meaningful, safe, and engaging learning experiences for my students that will last a life-time. Any inputs and suggestions that you can give to me regarding my goals will be appreciated.

References
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

Final Reflection on Bridging Learning Theory, Instruction, and Technology

When I look back over my view of learning on week one, I remain to consider that all learners have the proficiency to grasp information, and my duty as an educator is to equip links for my learners between their prior knowledge and new material. I have to assist them utilise new understanding and expand important cognitive competences to be outstanding representatives of community.

When I started this program, I stated I am an output of a behaviorism approach. When I was a child, my teacher gave rewards when we did something good and punishments when we did something bad. This approach formed me when I was a child. When I started to work as an educator, I started to learn about cognitivism. The knowledge that I grasped is stored and utilized later on. Then, the school that I worked at, began to shift its orientation from cognitivism to constructivism. I started to get a new understanding, that is we learn by doing it. In other words, we grasp an understanding by organizing it. This approach has formed my knowledge on how we grasp and use information until today. I understand that learning happens in a learning society, where the learners engage actively in the learning community. There is a process of connection between the learners within the community, the instruments available within the specific situation and the physical world. New comprehension develops as the learners engage and connect within the new situation. I use technology in this learning method as a piece of the learning environment that stimulates cognition. I also believe a student centered approach to learning where the learners engage actively in a systematically designed learning environment that encourages engagement amongst its participants. In this theory technology can be used to help develop learners’ capabilities. I use hands-on activities in the early development of basic addition skills. The problem might be too difficult for my learners to work out, but with the use of the hands-on, they can visually show their thinking and apply the tool to assist them work out the problem. Recently, I was introduced to social constructivism. We learn when we discuss and socialize with each other. These ideas of discussion are relevant to this method because no two learners can ever involve a circumstance in the same way as another learner. I learn to acknowledge that through games, learners can learn. When learners play games, there are specific tasks set for the children to reach, many of which engage collaborating with others in the learning community, either orally or in written format. As we approach the end of program, my knowledge of learning theories has grown. I learned that  all of the learning theories correlate in some way with my teaching methods. I do not believe that an educator can simply use one theory without incorporating the other theories in some way as well. The key is to have a balance of the theories.

In light of designing a student-centered classroom, one modification I need to create is to make sure that my learners use technology in the classroom as often as possible (Laureate Education, Inc., 2011). I have to make sure that my learners are active learners in the learning development, assisting them with chances to design and research on their own using a collection of tools. From this program, I look back on the teaching process, and the best approach to include technology in the classroom. Another modification that I need to do in my classroom is to show effort to include the instructional approaches of Behaviorism, Cognitivism, Constructionism, and Connectivism and Social Learning Theories in my instruction. Pitler, Hubbell, Kuhn, & Malenoski (2012) share instructional approaches and the best ways to include technology with these approaches. When we apply effectively, technology integration will increase learners’ study, knowledge, and progress. In addition to that, it boosts desire to learn, inspires collaborative learning, and aids the progress of critical thinking and problem-solving skills.

A next modification I will do in my teaching practice because I have learned knowledge of technology implementation in the classroom will be how I start units. Usually I use KWL charts and get the picture activity. These strategies are still practical ways to facilitate learners to new units. On the other hand, I have explored many new technology tools that can be used to stimulate learners’ prior knowledge and propose new concepts.  One technology tool I am intended to use is VoiceThread.  This technology tool can be utilized to stimulate problem-based units as well as propose new concepts.  I was inexperienced with this technology tool before.  After exploring by creating VoiceThread, I am intended to first employ it to start units and at the end demonstrate my fifth graders to employ this as a presentation tool.  My learners are always enthusiastic when they explore concepts through new media.  VoiceThread will energize them and maintain them immersed during activities. Another technology tool that I found appealing and valuable was the use of Spiderscribe to design concept maps. This tool is a perfect practice to arrange a collection of concepts and describe the information to generate a unit more significant and simpler to interpret.

As a teacher, it is crucial to constantly designate long-term goals to make sure that we are always looking for tools and strategies to reinforce learning in our classroom.  One long-term goal I have designated is to promote my learners to employ new technology more regularly.  We have only two laptops in our classroom for eight learners and therefore, must employ a computer lab. It can be challenging to continually employ new technology.  It is my goal to maintain proposing new technology and to inspire learners to employ these new tools.  It is important for my learners to connect with technology on a daily basis. I will design more learning engagements that are student-centered and not directed by teacher lectures. To reach these goals, I will need to be brave and willing to take risks as I attempt new things with my learners. I will need to look back on my plans and acknowledge how to design them more student-centered or technology rich. I must also pay attention that I do not attempt to extract technology tools into everything, but only to use it where it is applicable. I will also need to hand over more control to my learners.

This class has inspired me to look back on myself as an educator and design goals to regularly progress in my chosen role.  Educators must regularly look back on instructional techniques and their personal theories of learning to guarantee that their learners are accepting instruction that matches their needs.  This program has assisted me to look back on my own approaches and adjust them so that I can influence all of my learners, assisting them to be more active in learning. In general, this program has suggested me of the significance of learning tools and carrying technology out in my classroom. My role is to aid learners equip for their future while exploring how to handle information using 21st century competences.

References

Laureate Education, Inc. (Producer). (2011). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 2 February 2014, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

Purnama, Tjandra. (2014). Understanding Learning. EDUC 677I-1: Bridging Learning Theory, Instruction, and Technology. Walden University.

Links to Connectivism and Social Learning

Here are some links that may be useful when seeking ideas for social and cooperative learning.

• Blogs offering several ideas for cooperative learning 

-http://larryferlazzo.edublogs.org/2010/04/02/the-best-sites-for-cooperative-learning-ideas/

- http://teachercommons.blogspot.no/2008/04/cooperative-learning-ideas.html

- http://ethemes.missouri.edu/themes/1746

• Informative video clips on social learning 

- http://www.tagoras.com/2011/04/12/embracing-social-learning/

• A website about cooperative learning 

- http://www.scribd.com/doc/100965255/Cooperative-Learning-With-iPads

Voice Thread: Behaviour Problem in the Class

This is the first time for me to use Voice Thread. It is so exciting!
Please check my first Voice Thread that I created and do not forget to give me feedback!

voicethread.com/share/5413716/

Connectivism and Social Learning In Practice

This week I inquired deeper on social learning method and cooperative learning method. I detected these two methods to be very savvy, and like the other methods that I have been learning, they connect closely with my teaching experiences. As I explored these two methods, I started to find out on how they correspond with each other. Through my reading, I have discovered that the social learning method involves cooperative approaches of teaching.  

Dr. Orey describes social learning method as an approach of study in which learners are actively participated in designing products and conversing with others (Laureate Education, 2011a).  Johnson, Johnson, & Holubec (1986) explains cooperative learning as, “working collaboratively to reach team goals that cannot be reached by working alone or competitively. The leading goal is to actively engaged learners in the study process; a level of learner acknowledgment which is not achievable in a teacher speech structure” (Orey, 2001). Arranging learners with teamwork and responsibility strengthen their understanding and social experiences. Through collaborative learning learners evolve into more inspired, involved, thoughts and theories are expanded and justified through the instantaneous input of their friends. These are just the several advantages of this learning approach, there are many more and as technology emerges quickly, the need and significance of integrating this theory increases, too. It is important to learners that they are able to connect with their friends.

            It is visible that both learning approaches connect with each other because they both engage learners grasping understanding through some type of interaction. These two approaches integrate each other very well and are very applicable in the long term significant recollection of understanding and 21st century skills that learners will need to flourish and succeed in this global workforce.

Still, many teachers have dilemma applying social learning method and the cooperative learning method because they have contacted experiences where learners did not work fairly to carry out assignments, or that this type of study consumes time too much and complicated to assess. Some teachers are also afraid that they will drop power on the class in this learning atmosphere. As the world moves forward deeper and deeper into the 21st century, teaching approaches, strategies, and technology will proceed to change. So, it is highly influencing the strategies educators use. Educators can no longer depend on the teacher-centered strategies to engage their learners. Teaching now need to be more student-centered where the educator is the organizer of information and learners are the people who gain education actively. Dr. Orey (Laureate Education, 2011a) describes good arrangement as a key part of cooperative learning. He also mentions that it is crucial to arrange clear goals of each learner in the team. In addition to that, he proposes a jigsaw puzzle strategy to cooperative arrangement which includes giving responsibility to each member of the team for gaining the information and turn-keying it to their peers. An excellent strategy to evaluate that learners are doing their assignments is through the use of rubrics (Laureate Education, 2011a).

 “One of the excellent strategies to gain knowledge is to teach it. Teaching others assists the learner broaden a deeper knowledge of the content” (Laureate Education, 2011a). Technology can be a strong tool to educators and learners when teaching each other knowledge. Learners can cooperate one to another to design multimedia projects and then use these products to share their knowledge to their friends through a show of their creation. Study shows “Student-created multimedia is a natural environment for cooperative learning”(Pitler, Hubel, Kuhn, & Malenoski, 2012). Together with multimedia projects, learners can construct wikis, blogs, and utilize Skype, to interact active communication anytime anywhere and work together not only with people in their very own school but on a global world, too. 

This week’s resources have also developed my experience of how much technology has transformed the way we learn. In fact, the Social Learning method and the proposed Connectivism theory appeared because of the effects of technology. With all the social medias accessible to our learners today, such as Facebook, twitter, email, instant messaging, blogging, wikis, and Skype, they develop by socializing. It is certain that we would have to integrate these skills into our teaching in order to energize our learners. Actually, “by supplying group and personal responsibility, learners work toward mastering both understanding and social skills” (Orey, 2001).

I am familiar to many of the technology tools I learned about this week. On the other hand, one that was new and very appealing was the use of Voice Thread. I was able to rehearse this tool and directly saw the advantages in employing this as a cooperative learning tool in the class. We had a unit of inquiry which focused on writing a fantasy story. I arranged my learners so that they worked in groups. This was a cooperative group project which could be done both in school and at home. I provided them with some fantasy reading. Their task was to combine two fantasy stories into one. Therefore, they could change the plot of the story however they like. For this project, they used the Internet to get pictures and multi-media technology like Microsoft Movie maker. Nonetheless, after knowing voice thread I immediately introduced it to my class and reckoned it as an additional tool to utilize in finishing the assignment. This tool is great for providing engaging, interactive learning engagements for learners (Laureate Education, 2011c).

I believe that technology tools can evolve and expand collaborative and cooperative learning beyond our expectations. “Technology has transformed to the point where it is so easy to employ that educators can design vigorous and significant learning engagements with limited time” (Laureate Education, 2011c). Through the application of technology and the variety learning methods, educators can make differentiated instruction more effectively and efficiently because learners become more inspired and engaged in the learning process.

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program ten: Spotlight on technology: VoiceThread [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Social Constructivism, Cooperative Learning, and Connectivism. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 2 February 2014, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

Constructivism In Practice

Constructivism and constructionism are two connected, but different learning methods.  Constructivism is an approach of study in which each person designs their own understanding from what they grasp, whereas constructionism is an approach of study in which learners are actively participated in a lesson by designing a product (Laureate Education, 2011).  They both stimulate active involvement in a lesson by learners. Teaching methods, such as generating and testing hypotheses, as well as project-based learning, can be applied to aid the constructivist and constructionist learning methods.

This week, I studied about Constructivism approaches to teaching and learning, including project-, problem-, and inquiry-based techniques, and promote a strategy to use the power of educational technology to design constructivist/constructionist processes more smoothly and more available. Pitler, Hubbell, Kuhn, & Malenoski (2012) share their strategies on teaching methods that implant technology, that is generating and testing hypotheses.

Generating and testing hypotheses are teaching approaches that promote the constructivist and constructionist learning methods. When generating and testing hypotheses, learners must be active in teaching learning process as they are engaged in every step to reveal the answers to their questions (Pitler et al., 2012).  They can utilize technology to do this in many ways.  One example is that they can create spreadsheets to record the testing of their hypotheses.  I have used this with my class frequently. We had a unit that focus on Natural Disaster. During the Arts, we built a paper mâché mountain. Then during the unit of inquiry lesson, we integrate the Arts products and the Mathematical skills. My pupils were asked to find out how to get the “lava” comes out from the mountain faster. Some learners put more baking soda and less vinegar. Some chose with a shorter bottle neck for the base. Some put less baking soda and more vinegar. Some put more liquid soap. Those were their prediction on how to make the lava come out as fast as it can. Then they collaborated in pairs. One learner record the time while the other tested their hypothesis. The learners then changed partners and the other partner tested their predictions, recording their findings as well. We then collected the information and made a class graph out of it and put it on the Smart Board. Learners were then able to conclude which method was most effective.  In this way, learners actively designed their own understanding to the curriculum and were able to create the class graph, a product, for the school communities to see.

Project-based learning is another strategy that educators can engage learners to grasp information using constructivist and constructionist learning methods.  During project-based learning, learners are promoted to design a project that displays what they studied. One way to do this is to have students make a Prezi presentation (Laureate Education, 2011).  I have begun to propose my learners to Prezi.  They have used it to show their understanding, such as during our Exhibition unit. My pupils wanted to know more on the theory of the universe. I guided them with a collection of books that we have read in class. I then asked them to choose one theory and explore deeper. Then, using the finding and a new understanding, they created Prezi presentation that portray what they learned.  They each shared their findings through Prezi presentation.  This provided the class a unique visual for the theory of the universe while recommending the learners to a new program of technology.  Through this project, students designed their own understanding with the theory of the universe and were able to characterize it in words and pictures.  Even with the same theory of universe, learner’ presentations were very different.  This is a constructivism and constructionism model (Laureate Education, 2011).

Educators employ constructivist and constructionist models with their learners. When learners are required to design something that assists them engage with the study or test their own hypotheses, they are showing the understanding detailed by these learning methods. Assisting learners to design their own connections and concepts regarding understanding is a relevant tool for all educators to be able to utilize. When learners engage this deeply with the curriculum and are able to be such active, engaged participants, they create unique relations with their study and will remember what they learn longer.

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Constructionism, Learning by Design, and Project-Based Learning. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

SpiderScribe

This week, from the Learning Resources, I learned on how to visualize my students' thinking skill by using a mind map app called SpiderScribe. A mind map is not something new for me or my students because I like to ask my students to mind map what they knew about the unit. Usually, I just give them a blank sheet of paper to create the mind map. Now, since I have learned a bit about the SpiderScribe, I invited my students to create their mind map using the app. The result can be checked on the following web address: http://www.spiderscribe.net/app/?258972ce67362a54902a7aff4c9f6b67

Cognitivism In Practice

Cognitive learning method demonstrates a transformation in concentration from the function of behaviour in study to the diverse mind method connected with study and mind. Cognitive method perceives study as the method of constructing additional data into current knowledges. The method’s priority on mind methods stimulated the application of cognitive approaches in the classroom. These teaching approaches support students create an appreciation of how they determine in order to enhance knowledge. Technology tools have supplied current strategies to integrate cognitive methods into teaching and study. 

This week, I studied about cognitive learning methods and evaluated the relation between mind methods, teaching approaches that stimulate and help cognitive methods, and technology tools that promote an appreciation of mind and study. Dr. Michel Orey (Laureate Education, Inc., 2011) shares the records cognitive learning approaches and explains usage of the approaches in classroom procedure, teaching approaches, and technology integration. Pitler, Hubbell, & Kuhn (2012) share their discoveries on two teaching methods that implant technology. They are cues, questions, and advance organizers and summarizing and note-taking.

According to Dr. Orey (Laureate Education, Inc., 2011), cognitive learning method is the method of sensory record feedback of data into short term or active thought, which then gets gathered into long term thought through exercise of drill and discussion (Laureate Education, 2011).  The essential parts of cognitive learning methods demand that educators: (1) assimilate many senses, (2) comprehend the restrictions of data a learner can achive to at one time, and (3) carry out discussion with the study method.

Using cues, questions, and advance organizers provide learners to approach and employ data more readily (Pitler, Hubell, Kuhn, & Malenoski, 2012).  Integrating a KWL (Know-Want to know-Learned) graphic organizer into a teaching is a powerful strateghy to apply this method.  This powerful graphic organizer provides educators to examine a lesson or unit, providing the learners cues about what they are about to study.  The “Want to know” section of the graphic organizer supporting them to create questions and granting them to start to recall their prior knowledge about a subject.  Utilizing the “Learned” section of the graphic organizer supports to gather the whole graphic organizer together, granting learners to make “connection of data” and keep this data in their long term thoughts (Laureate Education, 2010a).  For example, during a lesson on belief system in my fifth grade classroom, I created a KWL graphic organizer with my pupils.  We completed the “Know” section and the “Want to know” section prior starting the study.  Some of my students mentioned that they know that religious people believe in God.  However, they wanted to know why those people believe in God.  During the lesson, I included a study on why people believe in God.  I also provided my pupils on some religious websites and supported them do a little research about why people believe in God.  When we completed in our “Learned” section on the graphic organizer, they were able to share their findings on why people believe in God. They were able to make connections with their prior knowledge using the KWL graphic organizer and keep current data about belief system, in their long term thought. Summarizing and note taking are another ways that correlate with cognitive learning methods.  It is very crucial to assure that learners understand how to take notes and summarize so that they can productively withdraw essential data from the curriculum to make connections with their own previous knowledge (Pitler, Hubell, Kuhn, & Malenoski, 2012).  One essential part of cognitivism is the understanding that learners need to transform the data often in order to assure that it is kept in long term thought (Laureate Education, 2010a).  In my classroom, my pupils are asked to summarize a book after we read it. We did this orally and visually at the beginning of the school year by processing what data is crucial to withdraw and writing a summary not only through words, but pictures.  After six months, I asked the pupils to illustrate pictures and discuss their summary of the book.  At the end of the year, I hope my pupils can create short summaries of books, withdrawing the crucial events and data given.  That is how I adopt summarizing and note taking to assist the cognitive learning method.

Cognitive learning method is also evident in concept mapping and virtual field trips.  Concept mapping assists learners to construct data that is taught (Novak & Cañas, 2008).  This can be applied to assist learners to concentrate on a “key question” and direct study so that learners concentrate on the essential data they need to be learning. Learners can employ this tool to construct what they learn and assist use that to create connections to prior knowledge.  One of the types of long term thought is episodic thought, or the thought of events, which is promoted when going on virtual field trips (Laureate Education, 2010b).  Virtual field trips provide learners the chance to connect in a unique way with the curriculum.  Learners can go on field trips without ever leaving their classroom.  By doing this, they are able to create more significant connections to the curriculum and thus, preserve more data than they would by just reading about the same unit in a text book.  This style of study engages all of the senses, assisting learners expand a lesson being taught by the educator (Laureate Education, 2010a).

Cognitivism is accepted in our classrooms today.  Using cues, questions, and advance organizers as well as summarizing, note taking, concept mapping, and virtual field trips are all strategies that educators employ the cognitive learning method in their classrooms.  All of these approaches provide learners to link current data to their prior experiences and understanding, granting them to keep it in their long term thoughts.

References

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Cognitive tools and experiential learning. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

What is Behaviourism?

Recently I found this page that explain the behaviourism. Her point of view is quite interesting because she comes from the psychology background.

http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm

I also found this information from Encyclopedia Brittanica.

http://www.britannica.com/EBchecked/topic/58702/behaviourism

Then, I also found this PDF which explain about the issue.

http://www4.ncsu.edu/~jlnietfe/EDP304_Notes_files/Behaviorism%20Notes.pdf

Please enjoy reading ...